Download Our World in Space [6th grade]

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Understanding by Design: Complete Collection
Understanding by Design
7-2-2008
Our World in Space [6th grade]
Courtney Spickelmier
Trinity University
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Spickelmier, Courtney, "Our World in Space [6th grade]" (2008). Understanding by Design: Complete Collection. 63.
http://digitalcommons.trinity.edu/educ_understandings/63
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Unit: Our World in Space
Grade: 6
Stage 1: Desired Results
Understandings
Students will understand that…
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•
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All the components of our solar system and universe function as a system.
Gravity is the force that holds our solar system and our universe together
Our sun and our solar system is one of hundreds of billions in our galaxy and our galaxy is
one of hundreds of billions in our universe.
As Technology (including telescopes, satellites, and space travel) expands so does our
knowledge of our universe, but our knowledge and technology is limited.
Essential Questions
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How is our universe a “system”?
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Is our solar system unique?
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How do we know what’s out there?
Knowledge & Skill
TEKS 6.5a Student Identifies and describes a
system that results from the combination of
two or more systems such as in the solar
system.
TEKS 6.5b Student describes how the
properties of a system are different from the
properties of its parts.
TEKS 6.13 The student knows the components
of our solar system.
TEKS 6.13a Students identify characteristics
of objects in our solar system including the
Sun, planets, meteorites, comets, asteroids, and
moons.
TEKS 6.13b Student describes types of
equipment and transportation needed for space
travel.
Stage 2: Assessment
A travel guide of the galaxy.
Students will conduct a web search to enrich their understanding of the components of the
universe. Students will then create a travel brochure describing
ƒ Description of the 3 destinations including how long it would take to get there
ƒ Description of what travelers should expect to see during their journey
ƒ Description of the type of space craft that would be necessary
Other evidence:
Test: Unit Exam
Quizzes: Our Universe
Academic Prompts:
ƒ How is our universe a system made up of many systems?
ƒ What would a day on another planet be like?
ƒ End of Section Questions
Homework: Complete unfinished class work
(See attachments)
Stage 3: Learning Activities
(Steps taken to get students to answer Stage 1 questions and complete performance task)
How is Our Universe a System?
Day 1: An Introduction to the Universe
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•
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•
Students will come in to find the room decorated with various images of space. They will
get to work on the warm up: What is out there in space?
After the warm up the teacher will ask students to share their warm up responses and will
probe students to think about things they already know about the universe.
The teacher will introduce the advance organizer that will be used throughout the Unit.
The teacher will show the Our Universe slide show with a discussion of gravity as the
glue that holds the universe together
Day 2: Systems within the Universe
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Students will complete the warm up: “What is a system?”
Discussion of systems
Think Pair Share: Based on what you already know and what you have already seen of
the Universe, what kinds of systems do you think make up the universe?
As a class we will read the beginning of section one. There will be a brief introduction of
what a solar system is and how big it is.
The class will go to the foot ball field and recreate a model of the solar system to scale.
We will discuss distances in terms of how far it is from San Antonio to Austin and other
places that students have visited.
Day 3: Things to Know (Substitute)
•
•
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Students will complete the warm up: “What is the speed of light?”
Before diving into our study, there are several terms that students need to know. Students
will define the vocabulary words using their book. They will create a flip book with the
word, the definition, and create an illustration of 10 of the words.
If students complete the assignment they can begin working on their Exploratory
Activity.
Day 4: Our Star: The Sun (Substitute)
•
•
Students will complete the warm up: “What are the 6 layers of the Sun?”
Students will view the video, “Savage Sun” and write down 3 facts and one question that
will be addressed upon our return.
Day 5: Our Star: The Sun
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Students will complete the warm up: Would you weigh more on earth or on the sun?
(page 545)
The class will briefly review the relationship between mass and weight and why students
would weigh more on the sun.
Students will review their video notes and share out some of the things they learned and
will have an opportunity to ask questions about the things they saw in the video.
As a class, students will read chapter 20 section 1, “The Sun: Head of the Family” and
“Solar Activity”
In pairs, students will complete student notes on the sun. (From Provided Unit Resources)
To assess understanding of basic facts of stars- namely, the sun, and the universe as a
system students will take an open notes quiz.
What makes our Solar System Unique?
Day 6: Our Planets
•
•
Students will complete the warm up: “What are the 4 inner planets?”
Students will read the section 2 in pairs using the say something model and will create a
solar system completing notes on each planet:
o On the planet shaped sheets students will fill in Data tables on the front and will
take notes on the back. They will color the planets appropriately and string them
together to create a model of our solar system.
Day 7and 8: Our Planets Continued
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Students will complete the warm up “What are the four outer planets?” and “What is
Saturn known for.
Teacher Student Check in- Check in to see where students are, and what interesting they
have learned about the planets
And will continue working on their solar systems.
Debrief- See where students are, and ask questions based on where they are.
Day 9: A Day on Another Planet
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•
•
Students will complete the warm up, “How can you remember the order of the planets
from the sun?”
Students will put their planets with their notes together to create their own solar system.
Then we will discuss how the distance from the sun and their rotation affects the
conditions on the planets
Pairs of students will be assigned a planet and will describe a day on that planet using
their book and provided recourses. Students will then present their discoveries to another
pair of students.
Day 10: Other Bodies in Space: Comets, Asteroids, and Meteorites
•
•
Warm up: “Look at figure 34 on page 560. What is the region between mars and Jupiter
where many solar bodies can be found?”
Students will be coming back from spring break and will need a review, so the class will
review for about 5-10 minutes. Students can use their solar systems to answer teacher
questions?
o What would a day be like on mars? What would you expect to find there?
o What would it be like to visit Venus?
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o If you visited one of the outer planets would you be able to land on it like you
would land on mars or mercury?
The teacher will explain that between the inner planets and outer planets we find the
asteroid belt. Asteroids are small rocky bodies of course small is relative. There are some
asteroids like Ceres that are so big that some astronomers classify them as dwarf planets
(like Pluto). Today we will be discussing some of the smaller solar bodies such as
Asteroids, meteorites, and comets.
As a class students will read pages 559-561 and the teacher will provide extra
information about these bodies
Students will work in pairs to identify whether each description in the Small Space
Bodies notes applies to Asteroids, Meteorites, Comets, all, or some of these space bodies.
Next the class and each student will create a Venn diagram using new knowledge of these
solar bodies.
Students will complete questions independently about asteroids, meteorites and comets:
o Why is the study of comets, asteroids, and meteorites important in understanding
the formation of our solar system?
o Why do comets 2 tails often point in different directions?
Day 11: Other Bodies in Space: Moons
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Students will complete the warm up “Which planets have moons?” (page 555)
Students will read and discuss The first part of Chapter 20 Section 3 “Moons and Other
Bodies” as a class will watch the video “Moon Dance” this video describes the formation
of the moon and how the moon affects Earth.
In pairs students will read about the other planets moons and complete the student notes
“Moons”
Students will complete the questions:
o Why does the moon have more impact craters than Earth?
o How does the moon affect Earth?
o What makes the relationship between Pluto and Charon unique?
o What are 2 properties of Neptune’s moon Triton that make it unusual?
o How does knowing the age of a lunar rock help astronomers estimate the age of a
planet?
Days 12-13: Web Search
How do we know what’s out there?
Day 14: History of Space Travel and Technology
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Warm Up: What does NASA stand for and why was it founded?
The teacher will ask students what they know about NASA and space travel.
o Have we ever traveled to the edge of our galaxy?
o Have we ever been to Jupiter?
o Have we ever walked on mars?
The teacher will present the Space Travel Slide Show including the Video “Space
Exploration: Rockets: as Students complete student notes
The teacher will show a short video and discuss limitations to space travel.
Day 15: Space Travel Jigsaw
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Warm Up: What is a space probe?
•
•
Students will complete a Jigsaw Cooperative Learning Activity to learn about different
missions involving space travel. Students will be in groups of 4 and will become
specialists in
o Missions to the Moon
o Missions to Mars
o Missions to Venus
o Missions to the Outer Planets
o Comet s and future Missions
Students will then answer questions about these missions and about space travel and
technology.
Day 16: Buffer Day
Day 17-18: Travel Brochure
Day 19: Review For Exam
Day 20: Exam
Monday
26
School Holiday
Tuesday
Wednesday
27 Day 1
An Introduction
to the Universe
28 Day 2
Systems Within
the Universe
Thursday
Friday
1 Day 3
Getting to know
Vocabulary
2 Day 4
Our Star: The
Sun
TMSA-Substitute
How is our universe a system?
5 Day 5
Buffer Day
Quiz
6 Day 6
Introduction to
our Solar System
7 Day 7
Our Planets
8 Day 8
Our Planets
A day on
Another Planet
9
15
16
22
Day 12
Computer Lab
23 Day 13
Computer Lab
Immigration day
How is our solar system unique?
12
13
14
Spring Break
19 Day 9
Our Planets
A day on
Another Planet
20 Day 10
Other Bodies in
Space Cont.
26 Day 14
History of Space
Exploration
27 Day 15
Exploration
Jigsaw
21 Day 11
Other Bodies in
Space Cont.
Web Search
Half Days- Conferences
28 Day 16
Buffer Day
29 Day 17
30 Day 18
Performance Assessment
How do we know what’s out there?
2 Day 19
Review
3 Day 20
Unit Exam
4 Buffer Day
5 Buffer Day
6 Buffer Day
Unit Exam
Planning a Trip that is
OUT OF THIS WORLD!
Pretend that you are a travel agent that provides your clients with a special kind of vacation. Suppose
you have the ability to set up trips into outer space! These kinds of trips would require special
technology, may require a different kind of time frame, and would provide vacationers with an out of
this world experience!
You are going to use your knowledge of space to create a travel brochure that
describes the trip plan that you are providing to your clients.
You will need to…
ƒ Create and illustrate a cover for the brochure
ƒ Select three destinations and describe what the traveler will find when
they reach this destination and provide illustrations.
o Possible Destinations may include other planets or dwarf planets,
moons, comets, asteroids, or stars (including the sun).
ƒ Describe and illustrate the type of technology that will be necessary
o How fast will it have to travel?
o How long will it take you to get to each destination?
ƒ What can travelers expect to experience or see along the way?
o Will they see comets, asteroids, meteorites, stars, black holes, other
planets… etc.?
o What will it be like in space?
You will be graded on:
Completion of Colored Illustrations (10 points)
Description of three solar bodies that will be your Destinations. (60 Points)
Description of necessary Technology and time span (15 points)
Description what travelers should expect to see or Experience along the way (15
points)
AWESOME!!!
Pretty Good
I Expect More!
Not Cutting it
Destinations (60%)
Planning a Trip that is
OUT OF THIS WORLD!
Technology (15%)
Experiences (15%)
50-60—I creatively
and accurately
described the three
destinations that
passengers will make
during their space
cruise. I clearly show
my understanding of
space is in these
descriptions.
10-15—I have
described the type of
space craft that would
be necessary including
how fast the space
craft would have to
travel and how long it
would take me to my
destinations. The
information is accurate
10-15—I have used my
creativity and
imagination to
accurately describe
what passengers will
see and experience
during their trip.
8-10-- I have neatly
and creatively
illustrated my brochure
cover, and provided
illustrations for each
of my 3 destinations,
and of the space craft
or the technology
described in my
brochure.
40-49—I have
described the three
destinations that
passengers will be
making accurately, but
some of my
explanations did not
show my understanding
of space.
7-9—I have described
the type of space craft
that would be
necessary including how
fast it would have to
travel but the amount
of time it would take to
get to my destinations
is not accurate.
7-9—I have described
what passengers will
see and experience
during their trip but
some of the
information may be
incomplete or
inaccurate.
5-7— I have illustrated
my brochure cover, and
provided illustrations
for each of my 3
destinations, and of
the space craft or the
technology described in
my brochure, but some
of these pictures may
not be neat or colored
20-39—I described my
destinations, but some
of my descriptions
were inaccurate or
incorrect.
4-6—I have described
the type of space craft
that would be
necessary
4-6—I have described
what passenger will see
during their trip but
most of my description
is incorrect or
inaccurate
0-19—The descriptions
I provided were
inaccurate or
incomplete
0-3—The description
of my space craft and
technology is
incomplete
0-3—My description of
what passengers should
expect is incomplete
and inaccurate.
3-4
I have illustrated my
brochure cover, and
provided illustrations
for each of my 3
destinations, and of
the space craft or the
technology described in
my brochure but have
not colored or
completed many of my
illustrations
0-2—I have not
completed the
illustrations for my
travel brochure.
Illustrations (10%)
Name: _______________________________________ Date: __________________ Period: ___________
Our World in Space Quiz I
1.
What is a system?
2.
How is our universe a system made up of many systems?
3.
Label the diagram of the sun:
4.
Describe the process the sun uses to convert matter to energy (E=mc2 ).
5.
In which layer does this process occur?
Facts to include in Venn Diagram- Those in Italics are NOT listed in Student Sheet
COMETS
ƒ Small body of ice, rock and cosmic dust loosely packed together
ƒ Formed in cold outer solar system
ƒ The solid center is called the nucleus
ƒ When they get close to the sun, the solar radiation causes the heat and dust to glow like a
long tail.
ƒ They may have 2 tailso Dust tail is from heat and dust and can stretch millions of Kilometers in space. It
stretches our behind the nucleus.
o Ion Tail is from electrically charged particles and always points away from the
sun because of the solar wind.
ƒ Has a large elliptical orbit around the sun
ASTROIDS
ƒ Can range in size from a few meters to more than 900 km in diameter.
ƒ Many of the larger ones are spherical
ƒ Located in the Asteroid belt
ƒ The ones located in the outer regions of the asteroid belt have dark reddish brown to
black surfaces and may be rich in organic material
ƒ The ones in the middle of the asteroid belt have dark gray surfaces and may be rich in
iron
ƒ The ones toward the inside of the asteroid belt (closest to the sun) have light gray
surfaces and most likely have stoney or metallic composition.
METEOROIDS
ƒ Are like asteroids, but much smaller.
ƒ Are most likely pieces of asteroids
ƒ When they fall to Earth’s surface they are called meteorites
ƒ When they hit the Earth’s atmosphere they surface melts and lets off light that looks like
shooting stars. We call these bright streaks meteors.
ƒ There are three major types of composition- stony, metallic, and stony-iron
METEOROIDS AND COMETS
ƒ Can cause what looks like bright streaks in the sky
ƒ Contribute to Meteor Showers (Dust and debris from comets and clusters of meteoroids
cause meteor showers)
ASTROIDS AND METEOROIDS
ƒ Small rocky body that revolves around the sun.
ƒ Have different compositions
ƒ Can have odd shapes
ALL THREE
ƒ Small Solar Body
ƒ Orbits the Sun
ƒ Made up of material that was left over from when our solar system formed
ƒ May provide us with information about the early solar system
Name: ___________________________________ Date: ______________ Period: _________
Small Solar Bodies: Comets, Asteroids, Meteoroids
Write the appropriate letter or letters next to each statement
Does the statement refer to…
A. Comets
B. Asteroids
C. Meteoroids
Example:
_A, B, C_ May provide us with information about the early solar system.
1.
________ Orbits the Sun.
2. ________ Can cause what looks like bright streaks in the sky.
3. ________ Small rocky body that revolves around the sun.
4. ________ Located in the Asteroid Belt.
5. ________ Are like asteroids, but much smaller.
6. ________ Small body of rock, ice, and cosmic dust loosely packed together.
7. ________ Made up of material that was left over from when our solar system formed.
8. ________ May have 2 tails: the Dust tail that stretched out behind it up to millions of kilometers and
the Ion tail that is made our of electrically charged particles and always points away from
the sun because of solar winds.
9. ________ Have a large elliptical orbit.
10. ________ The ones toward the outer region of the asteroid belt are a dark reddish brown to black and
may contain organic material; the ones in the middle are dark gray and may be rich in iron;
the ones on the inside are light gray and may have a stony or metallic composition.
11. ________ Three major compositions are stony, metallic, and stony-iron.
12. ________ Can have odd shapes.
13. ________ When they fall to earth they are called meteorites.
14. ________ When they burn up in Earths atmosphere and create light they are called meteors.
15. ________ Have different compositions.
16. ________ Are most likely pieces of asteroids.
17. ________ Can range in size from a few meters to more than 900 km in diameter.
18. ________ Formed in the cold outer regions of the solar system.
19. Why is the study of comets, asteroids, and meteorites important in understanding the formation of our
solar system?
20. Why do comets 2 tails often point in different directions?
Comets, Asteroids, and Meteoroids
1
1
1
1
1
1
1
1
1
Name: ___________________________ Date: __________ Period: ________
THE MOONS
1. Why does the moon have more impact craters than Earth?
2. How does the moon affect Earth?
3. What makes the relationship between Pluto and Charon unique?
4. What are 2 properties of Neptune’s moon Triton that make it unusual?
5. How does knowing the age of a lunar rock help astronomers estimate the age
of a planet?
Astronomy Web Search
You guys have asked some GREAT questions over the past few weeks. Here is
your opportunity to discover the answers and discover astronomy on your own!
Use the internet to answer the following Questions. When you are finished
feel free to keep exploring other topics, or check out the cool links I’ve provided at the
bottom of the page.
Black Holes
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html
1. What is a black hole?
ANSWER THE QUESTION HERE
2. What would happen if you tried to enter a black hole?
ANSWER THE QUESTION HERE
Pluto
http://www.msnbc.msn.com/id/14489259/
1. Why isn’t Pluto considered a planet anymore?
ANSWER THE QUESTION HERE
2. What is it considered now?
ANSWER THE QUESTION HERE
Telescopes- How do they work?
http://www.howstuffworks.com/telescope1.htm
1. What are the two types of telescopes?
ANSWER THE QUESTION HERE
2. Label the diagram below and describe what happens in each part of the telescope
LIGHT
LIGHT
EYE
Answer Question Here
Answer Question Here
Answer Question Here
Rockets
http://www.howstuffworks.com/rocket.htm
1. Why is space exploration difficult?
ANSWER THE QUESTION HERE
2. How are rocket engines different from regular engines like the ones in our cars?
ANSWER QUESTION HERE
The Universe
http://math.ucr.edu/home/baez/physics/Relativity/GR/centre.html
1. Where is the center of the universe? (Or is there one?)
ANSWER QUESTION HERE
2. How is the universe like a balloon that is being blown up?
ANSWER QUESTION HERE
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Check out these cool web sites when you are done
NASA’s “Imagine the Universe” page is put together by the Goddard Space Flight Center
and has lots of cool information:
http://imagine.gsfc.nasa.gov/docs/science/science.html
Explore some of your curiosities about physics and astronomy at URC’s FAQ Page:
http://math.ucr.edu/home/baez/physics/index.html
Fine our more about our solar system, and space exploration at Kid’s Astronomy. You can
also play some cool games!
http://www.kidsastronomy.com/
Missions to the Moon
The Luna Program was one of two lunar exploration programs conducted
by the Soviet Union. This was a very long program that ran from 1959-1976. The
program collected data about the moon for scientific purposes and to help
plan future missions to the moon. In 1966 The Soviet union put the first space
probe on the moon, the Luna 9. During the next 10 years the Soviet Union and
the United States made more than 30 lunar missions to collect data and take
picture.
In 1994, the United Sates launched the probe Clementine. Clementine
was the first of a new class of small, lightweight spacecrafts that was designed
to remain in space for longer periods. The spacecraft was put into orbit around
the moon and mapped the moon’s surface. Clementine returned valuable
information to earth including possible evidence of water at the south pole of
the moon. Anywhere else on the moon, sunlight would cause any ice or water
to vaporize.
The most well known Lunar Missions are the Apollo Missions. On July 16,
1969, at 8:32 am, the United States landed two men, on the surface of the moon
in Apollo 11. Neil Armstrong was the first man on the moon and spoke the
famous words, “One small step for man, one giant leap for mankind as he
stepped out onto the surface of the moon. Many experiments were conducted
and many moon rocks were taken back to Earth to be studied in labs.
http://www.lpi.usra.edu/expmoon/
Holt Science and Technology for 6th Grade
What are the key points you will bring back to your group to teach them about missions to the
moon?
Missions to Mars
Missions to Venus
Missions to the Outer Planets
Comets and future Missions
Space Exploration Q&A